Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards

Zimmerman, Whitney Alicia; Altman, Barbara W.; Simunich, Bethany; Shattuck, Kay; Burch, B.

doi:10.24059/olj.v24i4.2325

Cited by 30 publications

(19 citation statements)

References 14 publications

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“…Meanwhile, Golladay, Prybutok, and Huff [30] mentioned that some factors of online student success include time commitment, motivation and discipline, having technological skills, having reading skills and process understanding, sharing ideas and experiences, time management skills, having writing skills, reporting problems immediately, meeting learning qualifications, trusting online learning, the ability to apply critical thinking. The COVID-19 pandemic demands an institutionally implemented quality assurance system to e-learning becomes even more important, so that students get a quality online learning experience supported by institutions that have competent processes and resources [31].…”

Section: Resultsmentioning

confidence: 99%

Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis

Bismala

Manurung

2021

IJERE

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<p>The COVID-19 pandemic caused learning to be done with an online system, one of which is by using e-learning. The use of e-learning received a lot of reactions, both from the student and lecturer side. Lecturers should be able to make the best preparation, both in terms of materials, media, content, interaction and flexibility in the use of e-learning, so that students do not have difficulty in distance learning done. While students should prepare themselves as best as possible, both in terms of technology, ability, interaction with colleagues and lecturers, as well as motivation in conducting distance learning using e-learning. This study aimed to investigate student satisfaction in using e-learning as a method of distance learning during the COVID-19 pandemic, using Importance Performance Analysis (IPA). The number of respondents in this study was 132 students. The results showed that there are several factors that need to be improved, such as materials presented in e-learning, interaction with lecturers, availability of facilities, and lecturers. Factors that should be maintained included flexibility, assessment in e-learning that is felt to be appropriate, the benefits of e-learning, and students' ability to allocate time. Meanwhile, factors that are considered less important and do not obtain priorities include peers, easy-to-understand materials, ability to learn independently and understand tasks. In addition, students consider there are several factors that are considered too excessive, namely self-motivation, ability to understand the use of e-learning, independent learning process.</p>

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Section: Resultsmentioning

confidence: 99%

Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis

Bismala

Manurung

2021

IJERE

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“…The authors of this article have studied difficulties occurring in the process of teaching foreign languages to non-linguistic students in the Eurasian educational space during the pandemic to develop a perspective course of study that would allow increasing the quality of education. These issues were studied on the material of other excerpts by other researchers, including (Adzima, 2020;Samuel, 2020;Zimmerman, 2020). The current research was carried out on the MOODLE platform.…”

Section: Discussionmentioning

confidence: 99%

Teaching a foreign language to students of non-linguistic departments in the Eurasian environment during the pandemic

2022

JETT

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The paper addresses the specifics of teaching a foreign language to students of non-linguistic departments in the Eurasian environment during the pandemic. There were described resource opportunities of internet technologies in teaching a foreign language to students of non-linguistic departments, including a wide range of teaching materials. Moreover, these opportunities have a motivational potential if students are given competent guidance in methodic, didactic, and technical aspects in online learning. The aim to elicit difficulties, which non-linguistic students have to face in distant learning of foreign language during the pandemic, encouraged the authors to develop a questionnaire based on the standards of the Common European Framework of Reference. This survey enabled the authors to arrive at conclusions that correlate with other researchers' works, which allows them to determine general trends and consider them while planning their own educational products in the future. The research was conducted in the MOODLE electronic system. The authors assume that the above-mentioned electronic system is the most widespread in the Eurasian Educational Space and an efficient tool of online teaching. The specifics of the foreign language course, where the language is both a target and a means of non-linguistic learning, were determined. Basic kinds of speech activity were characterized. Moreover, ways to organize these activities with the help of internet technologies in learning were identified to facilitate overcoming certain difficulties in completing the academic course in a foreign language by non-linguistic students in distance format. It was proved that the elaboration of methodic, didactic, and technical components of distant education in teaching a foreign language to non-linguistic students during the pandemic can make distant learning an effective form of education. Thus, we underlined the practicability of introducing internet technologies in the educational process in higher educational institutions.

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“…Additionally, the quality of online courses is especially critical for learners to consider whether they intend to continue using the online platform once they finish the current courses (Liu et al, 2010 ). Therefore, for e-learning institutions, it is critical to evaluate, verify, and convey the quality of their courses to potential consumers (Zimmerman et al, 2020 ). Moreover, course quality positively contributed to learners' satisfaction, which led to their continuance intention (Joo and Choi, 2016 ; Cheng, 2020 ).…”

Section: Theoretical Development and Hypothesesmentioning

confidence: 99%

Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course

et al. 2022

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With the development of internet technology, e-learning has become an essential part of the modern education system. However, the e-learning market faces enormous competition. Consumers' continuance purchase intention has become a vital factor in the success of e-learning courses. Thus, factors that influence consumers' continuance purchase intention should be examined in the e-learning market. However, little research has focused on identifying the continuance purchase intention of an e-learning course. Based on the information system continuity model ISC), this paper develops a research model to investigate the factors influencing satisfaction and continuance purchase intention in e-learning. A cross-sectional, questionnaire-based research design was used in this study. We collected data from consumers who had enrolled in paid online Python courses. In total, 508 paid online Python course users completed the online survey. SmartPLS software was used for data analysis. The results demonstrated that perceived course quality, service quality, convenience, and usefulness significantly affect consumers' satisfaction with the experience course. Moreover, the findings show that satisfaction, self-efficacy, and e-word of mouth (e-WOM) determine the consumers' continuance purchase intention of the reminder course. This study also found that satisfaction mediates the effects of experience courses on consumers' continuance purchase intention of the online Python course. The implications for theory and practice and future research directions are discussed.

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Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards

Cited by 30 publications

References 14 publications

Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis

Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis

Teaching a foreign language to students of non-linguistic departments in the Eurasian environment during the pandemic

Chinese Consumers' E-Learning Satisfaction and Continuance Purchase Intention on Paid Online Python Course

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